Negative school climates may contribute to K-6 general education teachers' decisions to leave their jobs, thus perpetuating the current teacher shortage. Utilizing Hobfoll's conservation of resource (COR) theory as the theoretical framework, I implemented a generic qualitative methodology and purposively sampled 12 general education teachers in K-12 schools in order to determine through semi-structured interviews: (a) the experiences of K-6 general education teachers regarding school climate and (b) how K-6 general education teachers perceive their experiences of school climate as having shaped their decisions to stay at a school or leave it. I analyzed the data using Braun and Clarke's six-step thematic analysis technique. Four themes addressed RQ1: four themes were identified: (a) adequate support and close relationship with colleagues; (b) challenges in providing positive school climate; (c) need for improvement; and (d) relationship between students, parents, and teachers. Three themes addressed RQ2: (a) thoughts about quitting, (b) love for children as the motivation to continue working as a teacher, and (c) recognition and appreciation by administrators and superiors. Recommendations for practice include for teachers to engage in numerous activities that provide support to one another to create a positive school climate. Further, the administration could also provide the needed support to teachers to enhance retention. Future research should consider utilizing quantitative methodology, grounded theory, or a larger sample size. This study is significant because it helps to fill an important gap in the literature on how school climate affects teacher retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]